Centering latine/hispanic, native American, and indigenous students' ways of knowing in curriculum and pedagogy

The authors of this chapter all work at a Hispanic-serving institution (HSI) and an emerging Native American Serving Non-Tribal Institution (NASNTI) committed to educating Latine/Hispanic, Native American, and Indigenous (AI/AN) students. In this chapter, we weave together critical ideologies and approaches that inform our culturally responsive curricular and pedagogical development. The authors focus on student learning, developing cultural competence, and supporting students' critical consciousness in our courses and seek to move away from normative teaching. We first describe the education histories for Latine/Hispanic and AI/AN students. Next, we explain the foundations and frameworks of serving and educating these communities. Lastly, we discuss pedagogical approaches that we individually employ to teach students from Latine/Hispanic and AI/AN communities. Finally, we synthesize key takeaways from our individual approaches to describe a collective pedagogical commitment.